WAR AND SURVIVAL

discovery sheet 4 - teachers’ notes

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content overview

• About the Exhibit

• About the Artefact

• Critical Thinking

• Inquiry-Based Learning

• Object-Based Inquiry

• English Language Learning

• Concepts of Social Studies Thinking

• Concepts of Historical Thinking

• Concepts of Geographical Thinking

• Meeting the needs of different learners

• Alignment to Curriculum (moe Singapore)

about the exhibit

Treasures of the World from the British Museum exhibit brings to Singapore over 200 exceptional objects that were made in many different parts of the world and encompass many historical periods.

The intention of the exhibit is to present a selection of exemplary objects from different places and times, and to explore the thinking that went into their making.

Collectively, these works provide an overview of human cultural achievement across history and prompt us to consider the enduring themes of life that connect all people, regardless of where they lived. Through these objects we can discern some of the varied and complex ways that diverse people have organised their societies, forged identities, negotiated life and confronted death.

about the artefact

During the Bronze Age in Britain (around 2500-700 bc) people developed the skills of refining metal for the production of jewellery, weapons and tools. The great expertise achieved by metal workers during this period is exemplified by this magnificent bronze shield. Great expertise and patience were required to beat out the regular design of a central boss (raised round shape) surrounded by concentric ribs and intervening rows of bosses.

It has long been thought that shields of this type, made in thin sheet-bronze, had a symbolic rather than practical function. Such prestigious objects could have been used by warriors to display their status, or else given as ritual offering to the Gods or the ancestors. However, recent research suggests that they were capable of use in battle as well, being strong enough to resist the glancing blows of weapons. Most Bronze Age shields have been recovered from rivers and other watery places, where they were probably deliberately deposited. A number of them are pierced or cut through, damage which might represent the ‘ritual killing’ of the object prior to disposal.

Shield, Wales, Bronze Age 1200 – 1000 bc © 2015 The Trustees of the British Museum

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discovery sheet 4 - teachers’ notes

critical thinking

At the heart of the Discovery Sheet is the need for students to develop critical and creative thinking skills, the paramount link to 21st century learning competencies. The main benefit of critical thinking is that it encourages active learning by teaching students how to think rather than what to think.

Students use critical thinking skills when they assess, analyse and evaluate the impact of these artefacts and form an opinion that is supported by the evidence from their background knowledge and gathered through the Discovery Sheet learning pathway. It is important to understand that critical thinking is not about finding a right or wrong answer. The inquiry process involves exploring questions about issues that are not clearly defined and for which there are no clear-cut answers. The focus is as much on the students’ processing of thoughts and ideas as on their final answers.

inquiry-based learning

The learning invitations support the philosophy and pedagogy of teaching and learning through inquiry. Students are supported in growing into self-reflective inquirers demonstrating 21st century competencies for criteria-based decision making. Through question-driven learning, students are challenged to extend their thinking, consider alternative perspectives and create new knowledge.

The learning pathways adopt a complementary inquiry approach currently used in moe schools in Singapore. This approach encompasses four key elements of inquiry: Question-Driven, Evidence-Based, Reflection, and Knowledge Construction. Students work together and engage in quality interactions, posing questions, suggesting answers and creating new knowledge. Through inquiry, students’ understandings are deeper than when they have to arrive at answers by themselves. These understandings carry over into other subject areas and students are supported in making cross-curricular connections.

object-based inquiry

The specific form of inquiry used by the Discovery Sheet is Object-Based Inquiry. The objects that are part of this museum collection are the provocation to the Inquiry Process. In understanding that learners at all levels respond to guided instruction that facilitates students’ natural curiosity, the Discovery Sheet leads the inquiry through posing investigatory questions that are intended to stimulate further critical and higher-order thinking.

Objects are a source of evidence remaining from the past that are often not accompanied by any written record; hence, they help us to understand parts of a story that other sources cannot. Like all primary sources, objects must be studied carefully and critically. As part of the sub-skill of viewing in the domain of language learning, it is important to view and read objects as skillfully as you learn to read the printed page. By exploring artefacts, students will learn about the object and its relationship to other objects, people, eras and ideas.

english language learning

With an understanding of the Whole School Approach to Effective Communication, the Discovery Sheet integrates engaging and provocative Visual Literacy pathways for students to be creative and critical thinkers, supporting rich English language development. The Discovery Sheet offers a series of open-ended questions that support language development, critical thinking and making the students thinking visible. The Visual Literacy process is encouraged: Look – See – Describe – Analyse – Evaluate.

Crucial to academic success are the specific linguistic and cognitive skills that are used to accomplish academic tasks: information processing, inquiry, reasoning, creative thinking and evaluation skills. All of these skills are embedded in the Discovery Sheet questions. The sub-set of language skills, viz., Listening, Speaking, Reading, Writing, Viewing and Representing are the vehicles through which these higher-order thinking skills are developed and made visible.

Today’s curriculum encourages students to be responsible and critically literate members of their community and society as a whole. Students can learn to approach issues and present ideas and points of view in new ways. In Singapore, the text-type ‘Exposition’ is taught from Primary 5 and continues to the end of Secondary. The Discovery Activity provides a context to use the form and language of exposition.

The series of questions in the Discovery Activity allows students to make connections between their own experiences and the object they view. They develop, share and justify personal points of view, and respond knowledgeably and sensitively to other perspectives. The Singapore syllabus stipulates that teachers should ‘provide opportunities for pupils to express their personal thoughts and feelings creatively’, and ‘allow pupils to present, explain and justify their point of view so as to persuade the reader (or listener) to accept the pupil’s point of view’.

concepts of social studies thinking (primary)

From a Social Studies perspective, the Discovery Sheet enables students to investigate various ideas, concepts and issues using an interdisciplinary approach, giving students an integrated learning experience leading to a deeper understanding of the interconnections between social, political, economic and environmental ideas and issues.

The Discovery Sheet supports students in developing their investigative abilities related to the social studies inquiry process. The elements of inquiry define the process to be Question-Driven, Evidence-Based, Embedded with Reflection and allowing for Knowledge Construction. Students develop their ability to respond to provocative questions and formulate relevant questions of their own. They are engaged in gathering, organizing and interpreting information and evidence from a primary source. Analysis of this information involves reflective thinking, while the communication of ideas, conclusions and judgements focusses on the students as knowledge creators.

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war and survival

concepts of historical thinking (secondary and above)

These concepts of historical thinking support all learning in history: Historical Significance, Cause and Consequence, Continuity and Change, Historical Perspective. The Discovery Sheet supports students to investigate the historical impact and significance of the objects under study. They will determine the factors (social, political, economic) that possibly led to the creation of the object as well as its impact and effects.

Students are supported by the Discovery Sheet’s prompts to determine what has stayed the same and what has changed over time. Questions on comparisons help students to make judgements about practices, social values, and beliefs, in relation to continuity and change. The Discovery Sheet helps students to understand historical perspective and to investigate the artefact in the context of the time in which it was created and used.

concepts of geographical thinking (secondary and above)

Geographic thinking can be categorised into the thinking patterns of place and spatial significance, patterns and trends, interrelationships and geographic perspective. The Discovery Sheet allows students to explore the importance of place or region, supporting the students’ understanding of the relationship between the natural and human environment in a particular place.

Using the Discovery Sheet, students can make comparisons and connections with recurring themes that are represented by the artefacts. Additionally, students are prompted to consider connections within and between natural and human environments, suggesting the factors that led to an artefact’s origin. Opportunities are embedded in the Discovery Sheet for students to examine the artefacts from multiple perspectives, involving geographical considerations that existed at that time.

meeting the needs of different learners

The Discovery Sheet has been designed with a generic set of questions accessible to all learners from Primary to Adult. Each teacher will need to consider the Discovery Sheet learning pathway in the light of his or her learners. It will be important to review the contents of the Discovery Sheet prior to using it and to determine which questions are most directed to the learners’ needs and readiness. It is not necessary that all questions posed on the Discovery Sheet be addressed by the learners. Front-loading learners with a mini-lesson at school before coming to the museum may be helpful, providing more background knowledge to bring to the learning pathway.

here is a list of supportive criteria when differentiating for your students:

• Objects are used to initiate discussion, as well as to make connections to the learner’s own experience.

• Objects are neither age-specific nor tied to a particular grade level. Students do not have to have attained a specific reading level or stage of conceptual development in order for them to be able to see and engage in an educationally worthwhile discussion about it.

• Students at each level will see a specific object through the eyes of their own experience and they will bring to it their own questions and their own observations.

• Remember that the responses to the questions will be in accord with the development stage of your learners. Your expectation of responses will vary with the age of your learner. While the response of a Primary 4 student will likely be different to that of a Secondary 2 student, this doesn’t necessarily mean that the former will be less accurate or valid than the latter.

consider the following principles of critical thinking when differentiating for your learners:

• The questions will elicit different responses. Use this opportunity for students to explain their thinking.

• Provide ample wait-time for students to respond.

• Model the responses to demonstrate clearly what you expect of students.

• Paraphrase questions to ensure comprehension.

• Whenever possible, break questions down into chunks.

• Promote interactions among students and mix up the groupings to expose students to different points of view.

• Model an inquiring mind. Think aloud and tell the students what you are thinking as a teacher/learner.

• At all times, challenge students to explain and justify their views clearly.

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alignment to curriculum (moe singapore)

English Language Learning Outcomes

Learners will be able to:

Listening and Viewing

• Use appropriate skills and strategies to process meaning from print and non-print texts

• Use appropriate skills and strategies to evaluate print and non-print texts

Reading and Viewing

• Process and comprehend age/year level-appropriate print and non-print texts at literal and inferential levels

• Apply critical reading and viewing by focusing on implied meaning, higher order thinking, judgement and evaluation

Speaking and Representing

• Use appropriate skills, strategies and language to convey and construct meaning during interactions

Writing and Representing

• Produce a variety of texts for creative, personal, academic and functional purposes, using appropriate register and tone

Text Type: Exposition

• Present, explain and justify point of view

• Elaborate on or explain point of view with relevant examples or evidence

Social Studies Learning Outcomes

Learners will be able to:

Knowledge Outcomes

• Describe what makes up the world

• Compare and contrast the physical features of regions of the world

• Describe how people live in other parts of the world

Skills Outcomes

• Process information in appropriate ways based on reliability and relevance

• Express thoughts and feelings fluently and confidently in a group

• Work effectively in a variety of group settings

Values Outcomes

• Show curiosity in learning about human achievements in societies, past and present

• Appreciate the world they live in

• Value the triumph of human ingenuity and resourcefulness

• Value the rich cultural heritage and achievements of great civilisations and how these continue to influence the way we live today

Key Concepts

• Civilisation

• Achievement

• Change and continuity

• Legacy

• Culture

• Heritage

• Interconnectedness